A blog sharing information about materials presented to children on climate, highlighting those intended to frighten or mislead, and those which seek to inform and inspire rather than to recruit, even the very young, for an ill-founded political campaign around the threat of CAGW. A campaign which is irresponsible, destructive, divisive, and degrading.

'First, the non-climatic effects of carbon dioxide are dominant over the climatic effects and are overwhelmingly beneficial. Second, the climatic effects observed in the real world are much less damaging than the effects predicted by the climate models, and have also been frequently beneficial.'

Wednesday, 20 March 2013

Corrupt Climate Curricula in Schools: a school teacher laments relaying greenie propaganda in the classroom.

A former teacher welcomes the proposed ‘downplaying’ of
man-made global warming in school curricula in England, and complains of having been ‘overburdened by the
incessant green noise of our curriculum’.

I hesitated before proceeding with this
post since it is based on an anonymous (but see below) comment on a newspaper site.But the site provides a list of all comments
published by this commenter.They span
some five years, and are thoughtful, temperate, and consistent with his claim
to have been a teacher of geography. His
views on the teaching of this subject are in accord with my fears for it, and
for others, and so I am going to reproduce his comment in full.Here it is:

As a former teacher of geography I was overburdened towards the end by the
incessant green noise of our curriculum. I would never argue that climate
change should not be in included since it is an extremely interesting subject
in its strictest form. However, the half truths that I was expected to teach to
young minds by the underpinning of AGW to almost everything depressed me and
most other older geographers. I'm afraid that the queen of subjects became a
propaganda arm for greenies. I applaud Gove for downplaying AGW, but does he
understand that the teaching of climate change itself is a bonus.

I hope that he and many other teachers and other experts in England will contribute their thoughts to the consultation being offered by the government on proposed changes to the
curriculum for under-14s in England.Links for doing this are provided on an
earlier post.

( the link immediately above includes this quotation from a Trefor
Jones, who may well be ‘trefjon’:

‘During the latter years of my long career as a head of
geography I became totally disillusioned with the nonsense that I was supposed
to teach and examine. The students, staff members ( apart from the young and ambitious)
privately shared the doubts, especially mathematics teachers who understood
that you cannot predict a chaotic system. It came to a head when I ignored an
opportunity to take a group of children to see "An Inconvenient
Truth", and was promptly sent a copy of this eco-nonsense by courier
directly to my classroom. Unfortunately, following a very nasty accident I have
had to finish teaching. However, I do not miss the climate change elements of
the course which had morphed over the past decade from geography to
environmentally inaccurate propaganda. The Green lobby which has invaded so
many of our national institutions are in my eyes nothing less than rather
dangerous totalitarian fascists.’ - my emboldening)

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Observed and Expected Temperatures

Scafetta Model
This displays a forecast made by Scafetta using a simple model combining various cycles which have been observed in temperatures, together with some 'adjustment for global warming'. His forecast has the light blue background. An IPCC 2007 'projection' is shown with a green background. The bold red-then-blue line is the HadCRUT calculation of a global mean temperature, with blue line connecting the most recent results. (Source: Tallbloke's blog). A 2016 paper by Scafetta: http://www.iieta.org/sites/default/files/Journals/HTECH/IJHT.34.S2_35.pdf